Joseph J. Trout 
(Physics Program, School of Natural Science and Mathematics, Richard Stockton College of NJ, Galloway, USA)

 

 

Abstract: The amount of material which is to be covered in introductory physics courses is extreme. Traditional lecture presentations have become inadequate to keep up with the pace. Professors of physics are often left with the difficult task of trimming the list of topics to be covered or increasing the amount of information presented each lecture. Neither of these options seem acceptable. A third alternative would be to flip the classroom by providing the students with prerecorded online, video lectures which the students can watch individually. This can free up time during the lecture period for use in guided problem solving and collaborative activities. The Physics for Life Sciences course at the Richard Stockton College of NJ was flipped by providing the students (N = 40) with online video lectures for three topics. The effectiveness of each lecture was measured by using a pre-test and a post-test.

 

 

Key words: flipped classroom techniques, video lectures, assessment